| Deciding on what signs to use with your baby is | | | | fingertips of both hands together. Some may just |
| one of the most important steps to take when | | | | place the fingertips of their right hand to the flat |
| introducing your baby to sign language. One can | | | | palm of their left hand. Some may clap their |
| be unsure on what signs to start with and which | | | | hands together because it is easier to tap the |
| would be most beneficial. "Should I start with | | | | palms of their hands together. This is fine and |
| numbers, letters, food items," could be a question | | | | acceptable. (See "Does my baby have to |
| one has. Thinking about what signs to teach is | | | | physically produce the sign perfectly to use sign |
| important to effectively utilize using sign language | | | | language?" for information on how a child should |
| with your child. Signs should be chosen on a basis | | | | produce sign language.) |
| of what your child is interested in, are consistently | | | | Choosing signs like "more", "eat", "drink", and "all |
| in the child's environment, and can be easily | | | | done" are effective signs to start. These signs |
| produced depending on the child's motor | | | | appear often, bring interest to the child, and are |
| development. | | | | easy to produce. As you continue to teach your |
| When choosing signs a parent should first observe | | | | child new signs you should keep in mind those |
| the child's environment and look for objects that | | | | three areas. A parent can also find signs to teach |
| consistently appear and may be easy for the child | | | | their children in books, in routine tasks, in games, |
| to do. Signs that involve more gross motor | | | | and also groups of items. If your child has many |
| movements are usually easier for babies to use | | | | of books with animals in them then teaching your |
| due to children acquiring gross motor movements | | | | child the animals in the book would be effective. |
| sooner than fine motor movements. The child | | | | The main ideas that a parent should always take |
| must also be interested in the sign to truly start | | | | into account when choosing signs are if the sign |
| producing it, so teaching your child signs that they | | | | appears often, is of interest to your child, and is |
| see all the time and appear to please them is a | | | | easy to produce. As the child gets older the signs |
| good starting point. Objects that are usually in a | | | | with fine motor movements will be easier for the |
| child's environment are food, drink, milk, water, | | | | child to produce. The parent should not be |
| mom, dad, brother, or sister. | | | | discouraged to use signs that are mainly with fine |
| One of the primary signs that many professionals | | | | motor muscles but instead modify the sign in |
| recommend using is "more" as the first sign to | | | | order to make it easier for the child or accept the |
| start with. "More" is a very easy sign to produce | | | | sign attempt your child makes with that sign. As |
| by placing the finger tips of both hands together | | | | long as the child is able to use a sign appropriately |
| twice. When a baby first uses the sign for "more" | | | | and at the appropriate times then that is a great |
| they usually have some difficulty with placing the | | | | sign for that child. |